This study focuses on Social Anxiety Disorder (SAD) among adolescents, a prevalent mental health issue that threatens their social adaptability and overall well-being. Guided by the biopsychosocial model, the research systematically analyzes the multi-dimensional causes of adolescent SAD, which fall into two categories: external environmental factors (frequent negative social evaluations, traumatic social experiences, and lack of social support in new environments) and internal individual factors (sensitive personality traits, cognitive biases, and insufficient social skills). Additionally, the study explores the specific impacts of SAD on adolescents’ academic performance (reduced class participation and declining grades), psychological and behavioral health (social withdrawal and sleep disturbances), and interpersonal relationships (decreased parent-child communication and limited friendship formation). Based on these findings, targeted prevention and intervention strategies are proposed: non-judgmental communication at the family level, development of social skills courses and cultivation of an inclusive atmosphere at the school level, and “small-step attempts” and cognitive restructuring at the individual level. Furthermore, the study identifies limitations in existing research, such as inadequate exploration of cross-cultural differences in adolescent SAD and lack of long-term effectiveness verification for some interventions. Future research directions are suggested, including expanding the sample scope to cover groups from diverse cultural backgrounds, exploring a collaborative intervention model involving families, schools, and society, and applying social media language feature models to improve the timeliness of early SAD identification. This study provides empirical evidence for school-based mental health education and clinical interventions for adolescent SAD.

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Understanding the link between empathy and altruism in adolescents is crucial for promoting their social and moral development. This review examines the relationship between empathy and altruistic behavior among high school students. Generally, empathy is positively correlated with altruistic behavior because it allows individuals to understand and share others' emotions, which can trigger helping responses. While empathy is often seen as a motivator for helping others, this relationship is not fully understood in the complex context of adolescence. The paper explores core mechanisms like mirror neurons and the ventral striatum, which underpin the empathy-altruism link. It also discusses how different types of empathy, namely affective and cognitive, contribute differently to promoting altruism. This paper focus on the boundary conditions of the link between empathy and altruistic behavior, as their correlation is dual-sided. Mediating factors such as neuroticism plays a partial role in the relationship between empathy and altruistic behavior. The findings highlight the nuanced nature of this relationship, suggesting that personality factors must be considered alongside empathy levels. Understanding these interactions is crucial for developing effective strategies to foster genuine altruistic behavior in adolescents.

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Nowadays, the mental health problems of adolescents have received widespread attention from society, among which the issue of adolescent identity crisis is particularly important. However, there is still a lack of research on the influencing factors of adolescent identity development. This article reviews existing literature and examines how family, social environment -- including internet influence and hedonistic trends -- and career expectations collectively shape self-identity. This article analyzes that family factors are significantly positively correlated with adolescent identity, and social factors also contribute to the development of psychological identity. The formation of self-identity can lay the foundation for future career identity. To foster healthy identity development, this study proposes the following suggestions: the development of adolescent identity requires families to have a better understanding and tolerance of their children, schools to increase the diversity and fun of the curriculum, media science popularization guidance, community assistance in publicity, and professional assistance and regulation from psychological workers.

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During the COVID-19 pandemic, shortages of intensive medical resources have occurred worldwide. This shortage affects the distribution criteria and may lead to ageism. In this paper, we discuss the intersection of ageism and distributive justice in the UK ICU triage, which serves as our primary focus. Our research is based on the National Institute for Health and Care Excellence (NICE) guideline NG159 and its use of the Clinical Frailty Scale (CFS). We explored the concept of ageism and explained why prioritizing access to scarce ICU resources was an important issue during the pandemic. Through a case study, we analyzed the specific UK situation and discussed the potential criticisms that it showed indirect age bias and discrimination. A comparison was made with the approaches in Germany and New Zealand, showing alternative ways of triage. We then conclude ethical lessons for future emergency planning by synthesizing the solutions from the three countries.

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